Unit : 3 Immigration & Urbanization

Lesson C: Problems & Philosophies

Class Periods: 1

Standards/Benchmarks:

SS.912.A.3.10 - Review different economic and philosophic ideologies.

Remarks/Examples

Economic examples may include, but are not limited to, market economy, mixed economy, planned economy and philosophic examples are capitalism, socialism, communism, anarchy.

Objectives:

• Describe the impact of political machines in American society during this time period.

• Contrast the economic and philosophic ideologies of this time.

• Describe the Gilded age ideas and connections to challenges faced during this time

Essential Question:

• How is diversity welcomed in America?

• Should the wealthy support those who are less fortunate? Why or why not?

• What laws did Southern states pass to impose segregation and deny African Americans their voting rights?

Higher Order Questions:

• Evaluate the impact the cartoons created by Thomas Nast had on the political machines of the era.

• How did the idea of Social Darwinism impact society?

• Explain why the idea of Americanization was so important to the "new" immigrants.

Vocabulary:

Gilded Age

Individualism

Social Darwinism

Charles Darwin

Herbert Spencer

Evolution

Andrew Carnegie

Gospel of Wealth

Philanthropy

Laissez-faire economics

Social Gospel Movement

Walter Rauschenbusch

Salvation Army

YMCA

settlement houses

Americanization Realism

poll tax

Jim Crow laws lynch

segregation

United States History (#2100310)

Instructional Strategy Ideas:

“I Do”

• Teachers could use strategies such as annotation of text from the textbook, Gateway book, or any other supplemental material addressing the standard. Teachers are also suggested to use primary/secondary sources such as political cartoons, have gallery walks looking at images representing the time period/issues, or utilize short clips available through the online textbook resource.

“We Do”

• Provide students with the necessary primary and secondary resources to complete the following task in the Interactive Notebooks:

Left Side:

In groups, Student creates a Venn Diagram that compares the various aspects of Social Darwinism, Gospel of Wealth, and the Social Gospel movement.

“You Do”

• Right Side:

Student writes a response (3-5 paragraphs) on if these ideas still exist and why, citing evidence from notes and modern connections.

Differentiation Ideas:

Alternative Interactive Notebook Task: Left Side:

Student identifies the goals and members of the Knights of Labor and the American Federation of Labor and compare and contrast them in a chart.

Right Side:

Put students in two groups, and have them write a summary comparing the unions, the reasons for strikes/labor actions by each of them, and the government and public's reaction to the union and to the union's actions. Students should discuss which had a more positive image and why in their response. Have students to use loose leaf paper first and write the final drafts groups agree upon into their notebooks.

Resources:

Policyshop: Demos Textbook Connections:

McGraw Hill: The Florida United States History & Geography: Modern Times, 2013

Chapter 4, Lesson 1: Immigration, (Pages 114-117).

Chapter 4, Lesson 2: Urbanization (pages 118-121)

Chapter 4, Lesson 3: Social Darwinism and Social reform (pages 122-127)

Chapter 4, Lesson 4: Politics of the Gilded Age (pages 128-132) Chapter 4, Lesson 5: The Rise of Segregation (pages 133-137)

Gateway to U.S. History (Jarrett and Yahng, 2014)

Chapter 6: "Cities, Immigrants, and Farmers", (Pages 99-104).

Chapter 6: “Cities, Immigrants, and Farmers (pages 96-99, 105-112).

Chapter 5: The Labor Movement - "The Rise of Ideology" (pages 89-90)